The world game

Participants visualize data about global relationships between unequal trade, economic growth, and environmental consumption in the space.

Learning Objectives
Participants will:

• recognize global connections between unequal trade, economic growth, and climate change impacts.
• understand the extent of the unequal distribution of resources per capita and the magnitude of global unequal trade.
• learn about the concepts of the Global South and Global North, including the critiques of these terms.
• reflect on what is needed for a fairer distribution of resources.

Procedure

Preparation
To calculate the distribution of participants across the continents, the exact number of participants must be entered into the calculation sheet beforehand. A4 sheets labeled with the names of the respective continents are printed and taped to chairs. The chairs are arranged roughly resembling a world map in the room. Two A3 sheets are prepared with one arrow each drawn on them. The facilitators should have read the background text and, if necessary, the source texts.

Implementation
Various parameters are addressed one after the other: population, GDP, Global South/Global North, historical CO2 emissions, global material trade, exploitation/development aid. In the first step, participants estimate the distribution themselves and position themselves or selected objects according to their estimates on the world map. The actual data for the corresponding parameter is then revealed, and the objects are redistributed accordingly. Participants can briefly discuss their findings. To visualize the relationships between the parameters, participants continue to stand by the continents they initially chose during the population parameter resolution while the objects remain with their respective continents throughout the exercise.

1. (20 minutes) Positioning on Continents
   Participants are first instructed to distribute themselves across the continents based on the distribution of the world population. Each person represents several hundred million people. After agreeing on their positions on the world map, the facilitator reveals the first parameter. Data for the continents is displayed on A4 sheets. Participants then redistribute themselves according to the data. The data sheets are hung on the wall.
   For the next parameter, the small groups representing the continents consider how much of it applies to them. When the objects representing the second parameter (GDP, total number of chairs equal to participants) are distributed and visibly placed to the satisfaction of all participants, this data is also revealed, redistributed, and the data sheets are hung next to the previous ones on the wall. Participants are then asked for their input, for example: “Would the chairs in your continent be enough for all the people on your continent? Is there abundance or scarcity on your continent?”
2. (30 minutes) Positioning the Global South and Global North
   After the first two setups, the categories of Global South and Global North are introduced without much context. One side of the classroom is labeled the Global South, and the other side the Global North. Participants, in their continent groups, decide where they think their continent belongs. After positioning themselves, the background of these terms is explained (see backgroundtext). Participants are asked if any continent groups would like to reposition themselves. Then, the solution is explained (see calculation table), showing where each continent is positioned. Nuances are clarified, such as Japan being part of the Global North, and the existence of wealthy elites and marginalized groups on each continent. It is emphasized that these terms are not black and white but highlight global geographic inequalities and colonial legacies (see backgroundtext).
   In the final setup, participants explore material trade between the Global South and Global North. Two arrows are placed on the floor, one pointing from the Global North to the Global South, and the other in the opposite direction. Participants blow up a balloon and assign it to one of the arrows, based on where they think more material flows—from the South to the North or vice versa. They then return to their continents. Participants are again asked for their input, such as: “Why did your region enter this trade? Is this a good deal for you?”
3. (15 minutes) Evaluation
   The exercise concludes with the following reflective questions:
   • For which parameters did you expect different results? Why?
   • How did this distribution of global wealth come about? What historical processes contributed to it?
   • What connections do you see between the different parameters?
   • How are wealth and environmental consumption connected across different world regions?
   • Why has it been so difficult to distribute global wealth more equitably, and what would be required to achieve it?

Variation
If time and resources allow, an additional setup can be added to critically examine development aid. This setup follows the material trade between the Global South and Global North. Another object is needed in the same quantity as the participants (e.g., water bottles, pencil cases, backpacks). Participants place their object on one of the arrows based on their guess of how much money flowed as development aid from the Global North to the Global South in 2015, versus how much material, energy, land, and labor (converted into money) flowed from the Global South to the Global North. This comparison is based on the article “Imperialist appropriation in the world economy: Drain from the global South through unequal exchange, 1990–2015” by Jason Hickel (2022).
In the debrief section, in addition to the reflective questions, the following quote can be written on a board or flipchart for discussion:
“These amounts of materials and energy [flowing from the Global South to the Global North in our representation] would be enough to provide infrastructure and services such as healthcare, education, housing, water, electricity, heating, cooling, induction stoves, refrigerators, public transportation, computers, and mobile phones for the entire population of the Global South, ending poverty and ensuring a decent life for all. Instead, it is diverted for consumption and accumulation in the [Global North].” (Hickel, 2024)
Participants are invited to share their thoughts on this quote. Plan for approximately 10 extra minutes for this discussion.

Tips for Facilitators
For this method, it is important to repeatedly highlight the per capita distribution of the various parameters by relating them to the population size—represented by the number of participants per continent.

References

Prys-Hansen, M. (2023). The Global South: A Problematic Term. Internationale Politik Quaterly. Retrieved from: https://ip-quarterly.com/en/global-south-problematic-term

Wiegratz, J., Behuria, P., Laskaridis, C., Liepollo Pheko, L., Radley, B., Stevano, S. (2023). Common challenges for all? A critical engagement of the emerging vision for post-pandemic development studies. https://onlinelibrary.wiley.com/doi/full/10.1111/dech.12785

Konzeptwerk Neue Ökonomie (2022). Globalisierung, Globaler Süden & Norden. In Konzeptwerk Neue Ökonomie: Wörter des Globalen Lernens. Mit Kopf, Herz und Hand. Retrieved from: https://konzeptwerk-neue-oekonomie.org/wp-content/uploads/2022/09/Glossar_GlobalesLernen_Deutsch_digital.pdf

Hickel, J., Dorninger, C., Wieland, H., & Suwandi, I. (2022). Imperialist appropriation in the world economy: Drain from the global South through unequal exchange, 1990–2015. Global Environmental Change, 73, 102467. https://doi.org/10.1016/j.gloenvcha.2022.102467

Hickel, J., Hanbury Lemos, M., Barbour, F. (2024). Unequal exchange of labour in the world economy. Nature. https://www.nature.com/articles/s41467-024-49687-y

Hickel, J. (August, 2017). The Development Delusion_: Foreign Aid and Inequality. American Affairs Journal. Retrieved from: https://americanaffairsjournal.org/2017/08/development-delusion-foreign-aid-inequality/

Upstream & Hickel, J. (2024, Juni 13). How the North Plunders the South w Jason Hickel. [Podcast]Upstream. Retrieved from: https://www.upstreampodcast.org/conversations